I agree with you to a point. What about those that just can't make it? What I do is tell my students that they have to have a legitimate reason for missing the test. For example, if they miss the test because they were sick, I want to see a doctor's excuse, or something that can prove their claim.
That is an excellent idea! I think that I will have to borrow your strategy. I believe that this will work very well for my students, especially those that are younger. It gives them incentive. Thanks for sharing!
Hi Richard,
Good philosophy about what you will provide in relation to what the students need to do to be successful in the class. You are right it is a two way street between the instructor and students in terms of establishing a positive and supportive learning environment.
Gary
I think part of trust and understanding in building rapport has to include some degree of mutual responsibly.
I tell my students I promise them that I will have an engaging, interesting class prepared for them and I expect they will show up for it.
If they don't, its on them. If I can't trust them to show up, trust and understanding can't be formed.
I think the student need to understand that this is a mutual thing in which they have equal responsibilities and duties. If they fail to live up to those duties they cannot expect me to educate them.
Our schools policies allow a student to miss a lecture class, that meats two days a week, three days in row. Typically the students who miss are the ones who need the information the most. One thing I do regularly is give pop quizes. The point earned from them are added to the next exam. I do not allow make ups on the pop quizes. This has motivated some of the students to show up more often. Especially the ones who struggle with test taking.
Hi George,
I have the same experiences with students and I am always surprised at their lack of understanding about why we have classes. It is to share knowledge and experience with our students. By showing up on test day and not doing well they are surprised at the results. They do have to take responsibility for their lives and their future sometime. I always hope it is quickly before their failures start stacking up.
Gary
I have try to relate absentism from class to prefessional output.
I give my students a schedule that goes out three weeks and outlines what we will be doing in class. This way they know what they will miss and can make a decision about what they are going to be doing and is it worth missing class. I also tell them that they will never be able to get the things that come out of my head though everything isnt in the book. I still have student that show up on the test day and fail then tell me "i missed the lecture though" i ask them "you have a schedule dont you" when they say yes i say well you knew what you missed and you knew we had a test. Usually they take responsibility at that time.
Hi Annie,
You pose a good question that the students have to answer in their own minds. They will not be successful in the work place by skipping out on things they don't like to do like take tests as students.
Gary
I agree. I have gotten to the point that if they are gone from class on test day, too bad. They had plenty of notice and time to study. If they cannot be responsible to show up for a test, what does that show for possible job ability or retention?
Students who often miss class seem to be an almost universal problem. Each may have a unique reason, but the result is always the same. I try to communicate the importance of attendance and lost information--with mixed results. The test thing is common. Poorer performing students may try this approach, but I make a point of telling everyone in class that makeups are always different, and the risk is that you may fall further behind.
